Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

The Council of People's Commissars of the RSFSR issued a decree on the training of medical personnel on the basis of the report of the NKZ on August 22nd (Izvestia of August 28th).

The Council of People's Commissars of the RSFSR issued a decree on the training of medical personnel on the basis of the report of the NKZ on August 22/XIII (Izvestia of August 28). In this decree, after indicating that the transfer of medical and pharmaceutical educational institutions to the NKZ contributed to a number of achievements, it is decided: 1) a significant increase in the enrollment of students in 1932, the opening of new medical institutes and a medical pharmacist. technical schools; 2) introduction of correspondence training of doctors and average medical staff, at least 4 thousand doctors and 15 thousand average staff; 3) to put secondary medical education in such a way that it serves as a corresponding transition to higher education; 4) to put the training of physical education doctors on a wide scale; 5) to improve the teaching of sanitary and hygienic disciplines in Medical schools; 6) to open a pharmaceutical faculty at the Perm Medical Institute; 7) to bring the time of industrial practice in Medical Schools to 50% of the total time, ensuring the payment of teachers for the management of industrial practice; 8) develop measures to improve pedagogical qualifications and Marxist-Leninist education of teachers of Medical institutes and Medical schools, as well as develop a system of short-term training of teachers of theoretical disciplines (physics, chemistry, etc.), releasing appropriate allocations; 9) increase the content of graduate students for 1932 to 1300 people. for medical schools and up to 700 people. on Teach, Internet.; 10) to provide in 1932 the necessary allocations for the construction of educational institutions. institutions and dormitories; P) to urgently improve the housing conditions of graduate students, both by building special dormitories and by allocating places in student dormitories; 12) to ensure the publication of new training manuals; 13) to work out the issue of the professional and legal status of the average medical staff;.. 14) organize special preparatory departments, as well as national groups at the faculty to maximize the involvement of students from national minorities.

Sport-Related Affective Benefits for Teenagers Are Getting Greater as They Approach Adulthood: A Large-Scale French Investigation

The present investigation examined how sports club membership is related to adolescents’ daily negative and positive affects as they age. Robust prior results demonstrated that sports club membership is positively related to positive affect and negatively related to negative affect. However, surprisingly, no prior studies examined whether these benefits are consistently present throughout the teenage years or there are certain critical periods when teenagers can affectively profit more from being members of a sports club. The present cross-sectional investigation examined these questions on a comprehensive sample of French adolescents (N=17,337, female=7,604, aged between 10 and 18, Mage=12.45years, SDage=1.94years). Besides the expected affective benefits of a sports club membership, there was no interaction between age and negative affect. However, late adolescents reported greater daily positive affective benefits of sports club membership than early adolescents. These results suggest that late adolescents can use the extra affective benefits of sports club membership to gain advantages for the first steps of their adult life, such as coping with career start or transition to higher education. These results can provide guidelines for future studies to prioritize late adolescents with heightened positive sport-related affective benefits. It can also be useful information to promote sport among late adolescents.

Effect of Emotional Intelligence and Critical Thinking Disposition on Resilience of the Student in Transition to Higher Education Phase

Resilience is of utmost importance for first-year undergraduate students to persist and flourish throughout the course of their studies. The researchers explored the comparative and simultaneous effect of two factors, i.e., emotional intelligence (EI) and critical thinking (CT) disposition in predicting the resilience of first-year undergraduate students. A total of 490 participants from the state of West Bengal (eastern part of India) filled out a self-report questionnaire comprising the Connor–Davidson Resilience Scale, a profile for emotional competency, and CT disposition assessment (EMI). Pearson correlation and multiple regression analysis reported that resilience was positively correlated with EI and CT disposition. Further, both EI and CT disposition had unique as well as shared contributions in explaining resilience and the outcome was in favor of EI being the stronger predictor. The study suggests that college authorities and counselors should undertake efficacious support initiatives to foster resilience in students.

Mind the gap: smoothing the transition to higher education fostering time management skills

Freshmen in Higher Education are required to exhibit a strong inclination to taking ownership of their own learning. It entails well-developed self-regulated learning competences. This demand is further exacerbated in purely online settings such as open distant learning, MOOCs, or disruptive circumstances like the COVID pandemic. Time management skills are an essential component in this process and the target of this study, wherein 348 students covered a course through two conditions: the control group attended the semester in an unchanged way, while students in the experimental group were weekly invited to estimate and log their workload and time allocations, via “reflection amplifiers” provided on their mobile devices. While no major difference in time management and learning performance was observable, data reveals that perceived time allocation and prescribed study-time differ substantially. These results raise questions, on the students’ side, about the potential of qualitative (self-inputted) learning analytics to raise awareness on where time investments go. On the teachers’ side, the results highlight the need to better plan the curricula workload specifically for first-year students.